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Transition ~
Parents and caregivers of youth between the ages of 14-25 are considered
Parents of Transitional Age Youth (PTAY).
WHAT IS TRANSITION?
Planning For Life
WHAT IS TRANSITION PLANNING?
Transition Planning
Transition Assessment
THE TRANSITION PLAN
The Transition Plan - IDEA 2004 regulations/MA state
special education laws
THE PARENT’S ROLE IN TRANSITION PLANNING
CHAPTER 688 REFERRAL/INDIVIDUAL
TRANSITION PLAN
SELF-DETERMINATION
POST-SECONDARY EDUCATION
College is an option
EMPLOYMENT
hOUSING
SUBSTANCE ABUSE
LEGAL
PLANNING
Guardianship
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WHAT IS
TRANSITION - Planning For
Life
Transition to adulthood simply means planning for life. The dictionary
defines transition as (n.) a change from one place or state to another.
For many of our children, this transition, or changing from one place to
another, is not so easy and there are many challenges along the way. It
can be the most difficult time in their lives, but with our help and
access to the many, many resources available, we can help smooth the
transition. Many of these children are not sure what they want to do
with the rest of their lives and many parents are not sure how to help
them. Transition planning, with the right tools and information, will
make the challenge more manageable for youth AND for parents. Though the
plan is for their lives, it affects OUR lives just as much. No one knows
our kids better than we do, so it is important for families to be
actively involved in transition planning. There are many options
available to our youth as they plan their lives, and so much that
parents can do to help. I hope that you will find the answers to many
questions, and many resources and information here on the PTAY website
to help you along this journey. So, let’s get started!!
The
following are Websites on transition that you might find helpful:
National Secondary Transition Technical Assistance Center - www.nsttac.org
Links to postsecondary education resources, good information
on IDEA 2004 and info specific to individual states
National Center on Secondary Educational and Transition (NCSET) -
www.ncset.org
Publications, parent briefs, and research on practice briefs
National Center on Youth Transition - www.cbcs.usf.edu
This site has an extensive collection of web links, e-news,
and other publications.
Dare to Dream article - www.fyitransition.com
Article
on how parents can help youth with self-determination and creating a good transition plan.
National Information for Children and Youth with Disabilities -
www.nichcy.org
Transition resources for parents, topics include health,
transition planning, self-determination, SSI and many more.
Great Schools - www.greatschools.org
Many good articles and links for transition information
including an Essential Guide: A Parent’s Guide to Transition to
Adulthood and a Timetable for Transition Planning.
Pacer Center - http://www.pacer.org/publications/transition.asp
In Transition Section—look under brochures, ADA related links and
handouts for good information!
Disability
Law Center, Inc. - www.dlc-ma.org/manual/
Planning For Life After Special Education in Massachusetts: A
Transition Services Online Manual
Recommended book on Transition available at the PTAY/PIN Resource
Library:
"Guiding Your Teenager with Special Needs through the Transition
form School to Adult Life" by Mary Korpi
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What is - transition
planning?
When children learn to write a story, they ask the questions Who? What?
When? Where? Why? How? This helps them to outline their story before
they start writing. You can use this same approach to transition
planning. These questions will help you to outline what the youth will
need to plan for his/her adult life. Youth need to be involved in
planning their life, and we need to ask them these questions: Who? What?
When? Where? How?
o
Who will help you along the way?
o
What do you want to do with your life?
o
Where do you want to go to school after high school --
College? Vocational school?
o
Or where do you want to work?
o
How will you get there—will you drive a car? Take public
transportation?
o
Where do you want to live? Who do you want to live with?
o
What will they do for fun and leisure activities? Who will
they spend time with socially?
o
How will they manage their medical needs? Who can help them
with this?
o
What do you need to help you with this plan?
o
What agencies will be involved?
o
When will these things happen?
Transition planning is about helping our youth to answer these
questions. Their answers to these questions will help to create their
transition plan. Some of them may know just what they want to do, but
may not be sure about how to make it happen. Some may have no idea what
they want to do. Wherever they are right now, it is essential that they
be involved in their transition planning. Each student has his/her own
unique needs, strengths, interests and ambitions. Below you will find
links to resources that have worksheets that will help you to answer
many of these questions before you start planning.
The earlier you start with transition planning, the more success you
will have. Elementary and middle school are not too early to think about
teaching kids things like responsibility, hard work, and speaking up for
themselves. Teaching even young children to make decisions, even simple
ones to start, and being expected to do chores and help around the
house, start them off in the right direction. All of these things will
help when they are teenagers and need to plan for that transition to
adulthood.
With input from the family, transition planning can make the move from
high school to adult life more successful. Who knows this youth better
than you do? No one!! You can help answer the questions and put the
pieces of the puzzle together to make the transition to adult life
happen for your child. Share what you know about your child with
everyone involved in the transition planning, even little things that
you think may not matter like he loves animals, will help the team get a
better picture of your child and make for more successful transition
planning.
Transition Planning information online includes:
Transition Planning: A Team Effort, Publication from NICHCY website
- http://nichcy.org
Adolescent Health Transition Project, Working Together for
Successful Transition Notebook -
http://depts.washington.edu/healthtr/notebook/default.html
Transition Coalition - Planning for the Future Workbook
http://transitioncoalition.org/transition/tcfiles/files/docs/planning_future1213214588.pdf/planning_future.pdf
Your Future Now - A Transition Planning and Resource Guide
http://www.mcf.gov.bc.ca/spec_needs/pdf/your_future_now.pdf
Making Action Plans MAPS - http://www.ric.edu/uap/publications/MAPS.pdf
Techmatrix
- Assistive Technology Tools and Resources for Learning
http://www.techmatrix.org/Infopage?page=Transitioning_with_Technology
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What is - transition Assessment?
For those teens that really don’t know what they want to do or need some
extra help defining their goals, a transition assessment can help.
Transition assessment is an ongoing process of looking at the
“abilities, attitudes, aptitudes, interests, work behaviors, levels of
self determination and self advocacy skills, interpersonal skills,
academic skill level, and independent living skills. . . for the purpose
of planning an appropriate individual education program.”1. The
transition assessment provides information to the student, as well as
parents, teachers, school personnel and others involved in the
transition planning process. This will allow the team more information
about strengths, preferences and interests, as well as limitations when
planning for life after high school. Transition assessments should look
at the student in school, at home and in the community. It is just as
important through this process to determine what will work, as to
determine what will not work for this student. Information will help to
define goals and look at whether or not those goals may be realized and
will allow the team to adjust and modify accordingly. Maybe the student
wants to be an astronaut and after a transition assessment they realize
that he does not like to fly, so it is not realistic to think that he
will become an astronaut. However, there are other jobs in that field
that do not require flying and are more realistic for this student. This
will give the team the opportunity to explore some of those other jobs
with the student and set goals accordingly.
There are many different types of transition assessments; they may also
be called vocational assessments or vocational evaluations. Different
types of assessment may include aptitude tests, interest and work
inventories, intelligence tests, functional vocational assessments,
personality or preference tests, and many others. Transition assessments
can be requested through the IEP process. The Mass Rehab Commission
also does these with some students who are referred to them.
Websites that have more information about transition assessments
include:
Colorado Dept., Colorado Dept of Ed Transition tool kit
www.cde.state.co.us
Functional Vocational Evaluation
www.kent.k12.wa.us
Age Appropriate Transition Assessment article -
www.nsttac.org
Age Appropriate Transition Assessment Toolkit
www.nsttac.org/content/age-appropriate-transition-assessment-toolkit
Life
Skills Inventory: Independent Living Skills Assessment Tool
www.dshs.wa.gov/pdf/ms/forms/10_267.pdf
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The Transition Plan - IDEA 2004
regulations/MA state special education laws
Starting at age 14, the school must include a Transition Plan as part of
the IEP (IDEA 2004). Working from the vision statement on the IEP, it is
important to put goals in place that can be achieved and will allow the
student to achieve his/her vision of adult life. The Transition Plan
includes school courses to take, employment goals and options,
transportation and travel experience, extra curricular and community
activities, and other services/agencies involved. “Transition services
are required for all students receiving special education services no
matter their placement. IDEA 2004 requires appropriate transition
planning and services, including a discussion of the anticipated
graduation date to be included in the IEP in order for your student to
graduate.”
The definition** of Transition under IDEA 2004: Transition planning and
the implementation of the transition plan is:
• Child centered
• Based on:
1. preferences, choice and vision of adult life
2. appropriate assessments
• A dynamic, creative, and collaborative process
• Proactive and coordinated
And is results oriented related to:
• Education and instruction
• Community living and recreation
• Employment (including functional vocational evaluation as needed)
• Postsecondary education
• Related services
• Transportation
**Federation for Children with Special Needs
Beginning no later than the first IEP developed when the eligible
student is 14, the IEP should include a post-school vision statement as
well as identify the transition services necessary to support the
vision. Transition services are defined by IDEA 2004 as "a coordinated
set of activities for a student with a disability that are designed to
be a results-oriented process, that is focused on improving academic and
functional achievement of the student with a disability to facilitate
the students movement from school to post-school activities."
The team must consider the need for transition services and document
this discussion. The school district is responsible for maintaining
documentation of a full discussion of the student’s transition needs.
This documentation must be reviewed and update annually. The IEP should
include transition goals that directly link the transition services
specified in the transition plan. These goals will be updated annually
as the transition plan is updated.
For more information on the transition plan and the IEP visit:
Federation for Children with Special Needs Website - http://fcsn.org/pti/topics/transition/index.html
Massachusetts Department of Education Website - www.doe.mass.edu/sped/links/transition.html
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The Parent's role in
transition planning
Parents need to take an active role in transition planning. There are so
many ways that you can be involved and help this process:
*Communicate with your child. Listen to their hopes, dreams, goals and
ideas.
*Have high expectations for your child—he can do anything he wants
to do!
*Share what you know about your child, no one knows her better than
you do! For the transition to be successful, the team needs to
understand the child’s interests, strengths and struggles.
*You need to be a coordinator for this process—that role includes
being a case manager, financial planner, advocate and cheerleader.
*Start the transition process early, but no later than the first IEP
after your child turns 14.
*Encourage your child to participate and be involved! Make sure that
he attends all IEP meetings and is included in the transition plan and
understands his rights.
*Remain open and flexible about your child’s transition goals and
strategies, while always keeping high expectations.
*Don’t do for your child what she can do for herself.
*Help your child to understand his disability.
*Help your child to become a “self advocate.” Encourage her to speak
up for herself and to make decisions.
*Encourage your child to be independent in all areas of his life—at
school, at home, through money management, and in the community.
*Support your child’s interests and encourage her to try new things.
*Help your child put together a portfolio of his work—include
schoolwork, projects, artwork, clubs/organizations, awards or
achievements.
*Connect with other parents who have transitional age youth.
*Attend workshops or educational trainings to learn more about
transition.
Here are some links to websites with information, advice and helpful
hints:
Ideas for parents to help their children develop the attributes to
be successful
Life Success for Children with Learning Disabilities—Parent Guide -
http://www.ldsuccess.org/parent_guide.html
National Dropout Prevention Center for Students with Disabilities -
http://www.ndpc-sd.org/
From pbs.org,
Frontline: Inside the Teenage Brain—helpful information for parents
http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/
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CHAPTER 688 REFERRAL - Individual Transition
Plan
There are two laws that require transition services but they are
different. The first is IDEA which requires a transition plan as part of
the IEP/special education. As we have already seen this must be a part
of the IEP starting at age 14.
The second law that requires transition services is Chapter 688, also
referred to as “The Turning 22 Law.” Chapter 688 identifies supports and
services that will be needed in the adult services system once the
student graduates or turns 22. Graduation terminates special education
services and for some young adults there is still a need for support
beyond this time; that is where Chapter 688 can help. However, Chapter
688 DOES NOT guarantee adult services. It does guarantee that there will
be an Individual Transition Plan or ITP—this is different from the
Transition Plan that is part of the IEP. The ITP describes the service
needs of the individual and which agencies will provide these services.
It is important to remember that Chapter 688 is only a plan and is not a
guarantee of services and it is not a continuation of special education
services.
The Chapter 688 referral should be completed by the school two years
before graduation. Once this process takes place, the adult agency, along
with the student, parents and school personnel, will develop the ITP
looking at the specific needs of the student. Services and supports are
contingent on the funding of the state agency involved. Going through
this process while the student is still in high school allows for
advanced planning.
Some links to more information about Chapter 688:
Massachusetts Department of Elementary & Secondary Education Website
A Guide to Chapter 688
http://www.doe.mass.edu/sped/688/
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SELF - DETERMINATION
Self-determination is one of the most important pieces of the transition
puzzle. All individuals, regardless of his/her disability, have the right
to direct his/her own life. According to the NCSET, “students who have
self-determination skills have a stronger chance of being successful in
making the transition to adulthood, including employment and
independence.”
Self-determination skills include:
o
Self-awareness
o
Self-advocacy
o
Self-confidence
o
Decision making
o
Problem solving
o
Goal setting
o
Risk taking
Self-determination skills can and should be a part of the IEP for
students as young as elementary school. High school students should have
a self-determination goal on their IEP and this should be included in
transition planning.
Students need to learn about their disability and how it effects them in
all areas of their life—learning, relationships, employment, the
community and independent living. They should be encouraged to become
aware of their disability and learn to speak up for themselves in all
areas of life. This self-awareness is important to becoming a good
self-advocate. If the student understands his/her own strengths and
limitations, it will allow him/her to identify what he/she needs in the
classroom, workplace, community and at home as well.
Parents can support and encourage self-determination in many ways. Help
your child to understand his/her disability and to see his/her strengths,
interests and needs. Encourage your child to attend and participate in
IEP meetings. As parents we need to be open and fully supportive of our
child’s ideas, hopes, and dreams. We should also allow them to make
choices whenever possible, right or wrong, and allow them to experience
the natural consequences of those choices. It is an important part of
life to learn by the consequences of our own choices, constantly
protecting them from that is not allowing them to learn and grow.
Encourage your child to explore many possibilities for his/her life
after high school. It is important as parents to promote self-advocacy
and encourage our children to speak up for themselves. Once they are old
enough, let them speak for themselves whenever the opportunity allows,
this will help to facilitate the development of your child’s
self-esteem. Also encourage your child to problem solve and set goals;
these are both important skills that they will use in all areas of their
adult life.
Great Schools
Helping Teens Develop Self-Determination
www.greatschools.org
Self Advocacy
www.heath.gwu.edu
Self-Determination for Postsecondary Students
www.ncset.org/topics/
Self-Determination: Supporting Successful Transition
http://www.ncset.org/publications/viewdesc.asp?id=962
Self-Determination for Middle and High School Students
http://www.ncset.org/topics/sdmhs/default.asp?topic=30
The 411 Disability Disclosure: A Workbook for Youth with Disabilities,
Full text available here:
http://publications.iowa.gov/4778/
Website for youth to checkout, there is also a section for parents:
http://www.youthhood.org/index.asp
National Youth Leadership Network
http://www.nyln.org/
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POST-SECONDARY
EDUCATION/EMPLOYMENT
College
is an Option
College is not out of the question for most of our children, though we may
have to look at options other that traditional four year schools. Community
college is a great place for many youth to transition after high school.
This may even be a step to a four year school for some youth. The IEP does
not follow your son or daughter to college, however accommodations are
available, but must be accessed by the student himself. Self-advocacy is
an important skill to help them with this process.
It is important to keep in mind that if college is a goal, it should be
included on the transition plan from the earliest point, even if the
student is not sure, but is thinking about college. Taking the SAT,
self-advocacy skills, travel training, and social/emotional needs should
be among the goals considered for the student’s IEP to prepare him/her
for college.
We have gathered information from many websites and online articles for
which the links are included below. There is information on everything
from college programs for students with learning challenges, the college
application process, accommodations for taking the SAT, and even
information about campus life. Click on the links below to find all this
information and more.
Going to College--A resource for teens with
disabilities
www.going-college.org
Teens with LD and/or AD/HD: Shopping for College Options
www.greatschools.net/cgi-bin/showarticle/2976
Article: High School Students with LD and/or AD/HD: Considering College
www.greatschools.net/cgi-bin/showarticle/2975
The Heath Resource Center has many articles related to post-secondary
education. Here are just a few. Check out their Websites for many more:
Heath Resource Center--Online Clearing House on post-secondary education
for individuals with Disabilities
www.heath.gwu.edu/
College Application Process
www.heath.gwu.edu/modules/college-application-process
Awareness of Postsecondary Options
www.heath.gwu.edu/modules/awareness-of-postsecondary-options
Campus Life/College Living
www.heath.gwu.edu/modules/campus-life-college-living
Community College
www.heath.gwu.edu/modules/community-college
Students with Disabilities in the College Classroom
www.heath.gwu.edu/modules/students-with-disabilities-in-the-college-classroom
Accommodations
www.heath.gwu.edu/modules/accomodations
Who is Responsible for obtaining and paying for testing to document my
disability?
www.heath.gwu.edu/modules/who-is-responsible-for-obtaining-and-paying-for-testing-to-document-my-disability
Emotional Supports
www.heath.gwu.edu/modules/emotional-supports
Planning the IEP with a vision towards college from the Federation for
Children with
Special Needs:
www.fcsn.org/pti/topics/transition/tools/tips_plan_iep_college.doc
Accommodations when taking the SATs:
www.collegeboard.com/ssd/student/index.html
Colleges with Programs for Learning Disabled Students
www.college-scholarships.com/learning_disabilities.htm
Model college program for students with LD and ADHD:
www.ncset.org/publications/viewdesc.asp?id=1415
Handbook: Opening Doors to Post-Secondary Education & Training
Planning for Life After High School from Wisconsin Schools
www.dpi.state.wi.us/sped/pdf/tranopndrs.pdf
Local
colleges with support for students with disabilities:
Cape Cod
Community College
O’Neill Center for Disability Services
The
O’Neill Center for Disability Services provides support
services to qualified students with disabilities, both in
and out of the classroom. The staff works with students that
have a wide range of disabilities from the obvious to the
hidden.
www.capecod.edu/web/disability
Massasoit Community College LATCH
program
LATCH is an
academic support program. Although LATCH supports a variety
of students, the most common is the first semester student
looking for general help adjusting to college and assistance
with reading, writing, or math skills specifically.
http://faculty.massasoit.mass.edu/latch
Bristol
Community College
The Office
of Disability Services at
Bristol
Community College
provides a full range of advocacy services to a diverse
population of students with disabilities. Disability
Services provides support services that enable students with
disabilities to fully participate in the life of the
academic community.
http://www.bristolcc.edu/Students/ods/index.cfm
Curry College PAL program
The PAL
program works with students who have a history of academic
difficulty. The focus in PAL is on helping
students to discover their own best strategies for academic
success based on an understanding of their strengths.
www.curry.edu/programs-and-courses
Landmark
College
Landmark
College
has created a unique learning environment that actively
promotes individual success among students who learn
differently. For students with AD/HD, dyslexia and
learning disabilities, the mainstream educational system
often is unable to meet their needs. They help
students learn in new ways, enabling them to become
independent, self-directed learners and self-advocates.
They are the recognized leader in serving the unique needs
of students with attention deficit disorders through their
curriculum, assistive technology and executive function
coaching.
http://www.landmark.edu/
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EMPLOYMENT
Applying
for a Job: The Young Adult's Guide. Download the guide and a sample
resume to help your young adult complete job applications.
http://hosted.verticalresponse.com/896899/1c9bb96a00/1746508969/b9f096d2ab/
Supported
employment
http://mentalhealth.samsha.gov/cmhs/communitysupport/toolkits/employment/
LD
Online Transition: School to Work
http://ldonline.org/indepth/transition
JobTIPS:
a free program designed to help individuals with communication,
socialization, and learning differences explore career interests, seek
and obtain employment, and successfully maintain employment.
http://www.do2learn.com/JobTIPS/index.html
NCWD/Youth
is your source for information about employment and youth with
disabilities. Our partners - experts in disability, education, employment,
and workforce development - strive to ensure you will be provided with the
highest quality, most relevant information available.
www.ncwd-youth.info
School
Days to Pay Days: An Employment Planning Guide for Families of Young
Adults with Intellectual Disabilities
www.communityinclusion.org/schooldays/index.php?p=1
Office
of Disability Employment Policy - Disability Policy, employment practices,
full inclusion.
www.dol.gov/odep/categories/youth
JAN
- The Job Accommodation Network (JAN) is the leading source of free,
expert, and confidential guidance on workplace accommodations and
disability employment issues.
http://askjan.org/index.html
Work
Without Limits - Massachusetts Disability Employment Initiative. A
public/private partnership bringing together people with disabilities and
their families, policy researchers, policy makers, service planners,
employment service providers, employers, and other stakeholders. Our
mission is to strengthen the Massachusetts workforce and advance work
opportunities for youth and adults with disabilities in Massachusetts.
www.workwithoutlimits.org
America's
Career InfoNet - America's Career InfoNet can help you identify options
and plan your education.
www.acinet.org
Massachusetts
Rehabilitation Commission (MRC) - MRC promotes dignity for individuals with
disabilities through employment and independent living in the community.
Local area offices include Brockton, Cape & Islands, Fall River, New
Bedford, Plymouth, and Taunton.
www.mass.gov/mrc
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HOUSING
When planning for transition one of the things we need to consider is housing. Where does your son/daughter want to live? And whom are they planning to live with? In some cases, staying at home with their parents will work, but this is not always an option. Living on their own may work for some, while others may want to live with roommates, or with other family besides their parents. These are all things that you need to consider with your child.
For young adults that are planning to live on their own, I am including resources that you will find helpful. Also keep in mind that there is a wait for
Housing Choice Vouchers (Section 8 housing vouchers), so it might be something to consider sooner rather than later. You will find more information on that through the links below.
Housing resources:
Massachusetts Housing Consumer Education Centers
www.masshousinginfo.org
Massachusetts Independent Living Centers
Cape Organization for the Rights of the Disabled
Hyannis MA
508-775-8300
www.cilcapecod.org/
Independence Associates, Inc.
Brockton MA
508-583-2165
www.iacil.org/
Southeast Center for Independent Living
Fall River MA
508-679-9210
www.secil.org/
New Bedford MA
508-994-2040
www.secil.org/
The Tough Stuff
Teenagers are a challenge for parents in any family, but when you have mental illness and/or behavior challenges on top of all that teen life brings with it, the challenge is more intense. Some teens turn to drinking, drugs, or sex to deal with
life; others use cutting or self-injury, and for some, there are desperate attempts at suicide. These are all very real issues that teenagers live with
every day. Peer pressure and the media, along with online access, make these things more accessible and acceptable. As their parents, we need to help our teens make healthy and responsible choices and get them the help they need when they do not.
There are no easy answers here, but there are many resources available and a wealth of information at your fingertips here on the web. I will do my best to bring you as much information on these most difficult of teen challenges to you through links and lists of available
resources listed here:
SUBSTANCE ABUSE
Many teens and young adults use substances, legal or illegal, to self-medicate. This is a topic that comes up frequently when talking with parents of transitional age youth. I have put together a list of websites with information and education on this, as well as some that can help you to find treatment options for your child and support for parents.
Information about drugs, alcohol, abuse and prevention:
Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention
http://higheredcenter.org/
http://www.nbprograms.com/
Massachusetts Substance Abuse Information and Education Helpline
800.327.5050
http://helpline-online.com/index.html
The Anti Drug
http://www.theantidrug.com/resources/
Massachusetts Clearinghouse - Download free materials on health issues including substance abuse
http://www.maclearinghouse.com/
SAMHSA’s National Clearinghouse for Alcohol and Drug information
http://ncadistore.samhsa.gov/
Talk About Addiction
http://talkaboutaddiction.org/
More helpful websites:
http://nida.nih.gov/
http://drugabuse.gov/
http://www.niaaa.nih.gov/
http://addictionrecoveryguide.org/
Ways to access treatment:
The Institute for Health and Recovery
Helps parents access treatment programs for teens. Call 617.661.3991 or toll free 866.705.2807
Or find more info on the website under “projects” then “treatment access”
http://healthrecovery.org/default.asp
Support for families dealing with substance abuse and addiction:
Learn to Cope - Weekly Support Groups in Brockton
http://learn2cope.org/index.php
MGH: ARMS program has coaching and support for parents and youth. For more information, call 617.643.4699
www.additionanswers.com/about-arms/what-is-arms
Groups for youth and families
www.ma-al-anon-alateen.org
www.aa.org
Mass 2-1-1 call center
Access to statewide community resources call 211 or access on the web at
www.mass211help.org
Partnership for a Drug Free America
http://www.drugfreeamerica.org
Teens Health website—Drug and Alcohol information
http://kidshealth.org/teen/drug_alcohol/
Resource online for drug tests
http://www.expomed.com/
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LEGAL PLANNING
Guardianship
The
decision as to whether or not to file for guardianship of your young adult is
a difficult one. Our hope is to provide you with information and links
to help guide you in making that decision.
The
Massachusetts Guardianship Association website offers helpful information
including different types of guardianship as well as alternatives and getting
legal help, they also have a Guardianship handbook for families.
www.massguardianshipassociation.org
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